Towards ex-centric theorizing of work and learning

Abstract

Purpose – This paper aims to highlight the value of research contributions that have focused on making visible the knowledge of those historically excluded from formal knowledge-making. It identifies key bodies of theory that have grounded these analyses, and questions whether we can fully do justice to this project if we continue to rely on established “canons” of social science theory. Design/methodology/approach – The article reviews research contributions to Researching Work and Learning conferences over the past decade, aimed at identifying those who have been invisible as makers of knowledge. It then considers a body of critique that our dominant epistemologies within the social sciences are rooted in unequal global and local power relations. Findings – In the literature on workplace learning, a few theoretical paradigms forged in the global north seem to predominate. The article concludes that we need to re-centre our sources of knowledge-making to what Homi Bhabha has called an “ex-centric” site, if we are to develop more inclusive theorizations of work and learning, and more socially just ways of working and learning in the future. Originality/value – The article invites researchers to reflect critically on their use of theory, and to be more proactive in developing theories with an angle of vision outside of the geo-political centre, so as to better understand the diversity of work and learning globally.

A tentative return to experience in researching learning at work

“…-the problem of voice and voicelessness -the problem of the new -the problem of integrating (rather than dichotomising) the ordinary and the extraordinary -the problem of judgement -the problem of responsiveness and receptivity -the problem of appearance and what is given to sense to make sense of This wide-ranging take on aesthetics parallels longstanding concerns in the field of adult education such as: who is able to speak in accounts of learning; who and what is able to be heard; who and what is visible and not visible; and what gets to count as experience and learning (e.g. Cooper, 2014;Fejes & Nicoll, 2008;Fenwick & Edwards, 2013;Fenwick & Field, 2014;Hall, Tandon, & Global University Network for Innovation, 2014;Harman, 2014;Laginder, Nordvall, & Crowther, 2013;Tett, 2014)?…”

Experiences of practice-based learning in phenomenographic perspective

“…Globalization of education and countless different learning opportunities are increasing each year because of digital technology worldwide. These opportunities spring from new and creative global education programmes and projects and from new channels for communication including the widespread use of the internet (Cooper, 2014;Billett et al, 2014;Gherardi, 2015). In addition, the borders between compulsory education and other forms of education between them blur; it is sometimes difficult to identify the distinguishing characteristics of each.…”